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Canadian culture puts great emphasis on large-scale assessments (LSAs) as a representation of how our students understand curriculum expectations in core subjects such as math, literacy, and science. LSAs are used to compare students’ rankings within major subject matter at both an international and national level. Through research it is has been determined that there is a strong correlation between a teacher’s pedagogical practice, job satisfaction and thusly student experience with reference to the stresses and expectations of LSAs. A knowledge synthesis analysis was used to direct the following three questions: (1) What is the goal of LSAs within the Canadian educational system? (2) What type of pressures or stipulations do LSAs pose in Canada place on teachers? (3) What are the consequences, both positive and negative, of these expectations on teacher job satisfaction and student experience? LSAs have had a positive effect on curriculum reform and have been a key source for comparative data. However, with its evolution, negative viewpoints and judgments amongst teachers have emerged. These opinions have spread to students and have affected their performance and educational experience. This synthesis sheds light on these factors based on research in the Canadian educational school system.